Please note: the Safety Standards are currently being updated

Please note: the Safety Standards are currently being updated for mid-August 2026. As a result, some of the content on OPASSE may not be up to date. Contact Ask Ophea at safety@ophea.net if you would like copies of specific activity pages from the 2025-2026 year.

View/Print PDF

Sample Tool to Identify and Minimize Risk for Activities not Included in the Ontario Physical Activity Safety Standards in Education

This sample tool of guiding questions is designed to help teachers think about, identify, and minimize the risk of injury for all students when engaging in activities that are not included in, or do not resemble, an activity found in the Ontario Physical Activity Safety Standards in Education (OPASSE).

Prior to using the tool:

  • check other activities in OPASSE that have similar elements to help identify the safety standards that must be in place for the activity;
  • consult Disability-Centred Safety if your group includes students with disabilities; and
  • consult your school board policies to determine the permissions and approvals that may be required before involving students in the activity or engaging an Outside Activity Provider. For more information on planning activities using an Outside Activity Provider, consult Outside Activity Providers to determine the safety standards in place for the proposed activity.

This sample tool of guiding questions includes the following sections:

Note: Consult the Ontario Physical Activity Safety Standards in Education Glossary of Terms for definitions of terms (for example, Direct Supervision, Monitoring, Qualified Instructor) used in this tool.

Activity Planning

  • What is the activity?
  • In which setting is the activity occurring (that is, curricular, intramural or interschool)?
  • Where is the activity occurring? For example, at school, in the community.
  • What is the developmental level, ability, language, and experience of the students participating?
  • What is the intended learning outcome for engaging students in the activity? For example, the development of social-emotional learning/living skills, enhancing well-being and belonging, developing transferable skills, connections to curriculum or other authentic learning experiences.

Equipment

  • What equipment is required for the activity?
    • Is it safe for use? For example, no sharp corners, cracks, splinters.
    • Is it accessible for all students? For example, adjustable, high contrast colours, various sizes and textures.
  • Are assistive devices (for example, walker, wheelchair, orthopedic supports) in good working condition and properly adjusted for the height and mobility needs of the student?
  • What instructions are provided to students on the proper and safe use of all equipment?
  • What safety considerations are in place for students that are required to move portable equipment (for example, watercrafts, disc golf baskets)? For example, required training, Direct Supervision.

Clothing/Footwear/Jewellery

  • What clothing and footwear are required for the activity? For example, long sleeves, securely fitted footwear.
  • Do all students have access to the clothing and footwear as required?
  • What requirements are in place so that hair, fingernails and jewellery do not pose a risk?

Facilities

  • What are the safety and accessibility considerations related to the facility required for students? For example, entrances and exits have smooth transitions, ease of transition between pavement and grass in outdoor areas.
  • What information do students need to help keep themselves and others safe? For example, reporting a slippery surface, debris, uneven playing surface.

Environmental Considerations (for outdoor activities)

  • What are the environmental conditions (consult Weather) that must be considered when engaging students in the activity?
  • What is your school board’s policy related to managing environmental conditions?
  • What information regarding environmental conditions do students need to know? For example, safety procedures, ways to protect themselves.

Special Rules and Instructions

Medical Information

  • What safety procedures are in place for routine management and emergency response for students participating in the activity with medical conditions (for example, asthma, anaphylaxis, diabetes, epilepsy)?
  • What safety rules and procedures are in place for students participating with orthopedic and/or assistive devices so that they can participate safely in the activity?
  • Aside from you, the Teacher, who else must be aware of the students’ needs, orthopedic/assistive devices, and/or medical conditions that may influence participation? For example, Qualified Instructors, Aquatic Instructor/Lifeguard, Volunteers, additional school staff.

School Board Policies and Procedures

How do your school board’s policies and procedures inform the planning and safe implementation of the activity? Examples of school board policies and procedures:

  • Codes of conduct, as outlined in PPM128 – The Provincial Code of Conduct and the School Boards Code of Conduct
  • Concussion, as outlined in PPM158 – School Board Policies on Concussion
  • Equity and Inclusion
  • Field trip/excursion and transportation

Teacher Awareness and Preparation

  • What alternative options or variations are available for students who display or vocalize reluctance to participate in the activity?
  • What are the safety and accessibility considerations related to students' sensory needs? For example, quieter, less stimulating spaces as needed.
  • How is the activity structured to accommodate the number of participants, the equipment required, and the facility being used?
  • What plan is in place so that skills are taught in proper progression?
  • How is the activity structured based on the students' previous training, fitness level, and the overall duration and intensity of the activity?
  • How are students accessing adequate liquid replacement during the activity to prevent dehydration? For example, personal water bottles, water fountains.
  • Who is responsible for supervising/monitoring students using equipment?

Supervision and Qualifications

  • What type of supervision is required for the activity? For example, Direct Supervision during the initial skill and safety instruction, On-Site Supervision for the duration of the activity.
  • Who is responsible for the supervision of the activity? For example, you the Teacher, another Teacher, Administrator.
  • Aside from you, the Teacher, who else is providing the skill and safety instruction and/or monitoring throughout the activity? For example, a Qualified Instructor. What qualifications, experience, and/or knowledge do they possess to indicate they are prepared to provide the skill and safety instruction to students?

First Aid and Emergency Response

  • What first aid and emergency equipment is necessary in case of an emergency? For example, first aid kit, working communication device.
  • What is your school board’s first aid emergency response plan (consult First Aid Plan and First Aid Emergency Response) and Concussion Protocol (consult Concussions)?
  • What is the emergency action plan and response to deal with evacuations and lockdowns, including specific direction for students with accessibility needs? How is this information communicated to students?